DOI

  • Christiane Kuhn
  • Olga Zlatkin-Troitschanskaia
  • Anke Lindmeier
  • Colin Jeschke
  • Hannes Saas
  • Aiso Heinze
We introduce a theoretical framework on teachers’ instructional skills to describe
how they can be modeled across different domains. This framework conceptualizes teachers’ instructional skills as action-related skills (during instruction) and reflective skills (before and after instruction), which are considered crucial for coping with the practical demands of everyday teaching in a specific subject. The theoretical framework assumes that both skill facets are influenced by the teacher’s professional knowledge, generic attributes such as general cognitive abilities or ambiguity tolerance as well as affective and motivational factors. To investigate the relationships between teachers’ instructional skills, domain-specific knowledge and generic attributes across different domains, the analytical model focuses on two subjects, mathematics and economics. Based on our study with pre- and in-service teachers of mathematics and economics (N = 564), which for the first time considers two subjects, we present results on these relationships. The findings are discussed with regard to their transferability to other domains.
OriginalspracheEnglisch
TitelStudent learning in German higher education : Innovative modelling and measurement approaches and research results
Redakteure/-innenOlga Zlatkin-Troitschanskaia, Hans Anand Pant, Miriam Toepper, Corinna Lautenbach
Seitenumfang29
ErscheinungsortWiesbaden
Herausgeber (Verlag)Springer Fachmedien Wiesbaden
Erscheinungsdatum03.2020
Seiten75-103
ISBN (Print)978-3-658-27885-4
ISBN (elektronisch)978-3-658-27886-1
DOIs
PublikationsstatusVeröffentlicht - 03.2020

ID: 1297172